Beacon Lesson Plan Library
Here Kitty, Kitty
Lore Davis Alachua County Schools
Description
Students count up to ten objects in a group to find out how many.
Objectives
The student dictates or writes simple informational texts (for example, descriptions, labels, lists).
The student counts up to 10 or more objects using verbal names and onetoone correspondence.
The student reads and writes numerals to 10 or more.
The student uses sets of concrete materials to represent quantities, to 10 or more, given in verbal or written form.
Materials
[Pretend You're a Cat] by Jean Marzollo, New York: Scholastic Books, Inc., 1990.
10 pieces of 8 1/2" x 11" paper for use when the teacher and/or children are modeling the activities
5 bowls of a variety of cat counters** (approximately 20 in each bowl)
5 pieces of 9" x 6" laminated construction paper to use as work mats
Pencil for each child
4 stamp pads
5 cat stamps
8 numbered dice
1 math journal for each child
1 dry erase board
1 set of markers
A bowl of zoo animal counters (20)
** Cat counters are small math manipulatives shaped like cats that are used for a variety of math activities (counting, sorting, graphing, story problems). They come in a variety of sizes and colors and can be purchased through teacher supply stores and teacher supply catalogues. I have colored cat counters (red, yellow, green, blue) and natural colors (more realistic colors and textures) ranging in sizes from 3/4"  1 1/2".
Preparations
Gather the materials listed above.
Procedures
This is Day 4 of the unit, A Counting We Will Go
Review yesterday's lesson, We're Counting at the Zoo, prior to beginning this lesson. Remind students that they participated in a counting lesson yesterday in which they identified numbers, counted and created quantities of zoo animal counters up to 10 or more and told about or wrote about their work. Pour a bowl of zoo animal counters out on the table. Show the students a number 6 number card. Choose a student to identify and count out 6 zoo counters and to write the number on a dry erase board. Continue showing a number card and having students take turns identifying, matching the number with counters and writing the number until each student has had an opportunity to participate.
1. Share [Pretend You're a Cat] with the students during smallgroup instruction. Read the book a second time and have the children act out what the animals are doing on each page. This book serves to grab the students' interest in the activity.
2. Next, pour a bowl of cat counters out on the table. Ask the children if they can place 1 cat on their mat. After the children place one cat on the mat, have them remove it and then place two cats on the mat. Continue in this manner until the children have placed a total of ten cats on their mats. Next, have the children take turns counting the different kinds of cats (ex. 3 striped cats, 4 spotted cats, 2 brown cats, etc.). Although there are 20 cat counters, students do not need to count the total number of counters.
3. Then, have the students take turns showing a specified number of cat counters on each mat. For example, have a child roll a dice and then choose a child to place the specified number of cat counters on the mat. Then, choose another child to roll the dice and have another student place the designated number of cat counters on their mat. Continue in this manner until all children in the group have had an opportunity to place a designated number of cats on their mats. Have the last couple of children make a record of the number rolled and the number of cats by using a cat stamp to stamp the designated number of cats on a piece of paper and writing the number and words to tell about the cats. As the students work, the teacher conducts formative assessments to see if individual students can dictate or write about the cats, and if they have onetoone correspondence when counting and representing quantities of 10 or more sets of cats.
4. Students work in cooperative groups of two to take turns rolling two dice and showing the specified number of cats on their mats. The students then stamp the specified number of cats in their journals and write the number and description. Working in cooperative groups gives the students an opportunity to communicate their thoughts as they perform the task. The teacher acts as a facilitator during this activity. The students should do this a minimum of 6 times to show they've met the performance standard. As students work, the teacher conducts formative assessments to see if individual students can identify numbers, count with onetoone correspondence and create sets of objects that represent up to 10 or more and write about it.
5. Students return to the group and share their journals. The group helps count the cats in each journal. The records should go in the students' portfolios.
Assessments
Assessment occurs through teacher observation of students' math journals and teacher observation of students counting and matching the number of cats in their journals. The students should identify the written number and the number of cats on each journal entry. The students should be able to verbally tell or write about their work. The two performance levels are 1) mastered (students are able to use objects to represent whole numbers to 10 a minimum of 6 times) and 2) being developed (students are able to use objects to represent some whole numbers to 10). These performance levels coincide with the kindergarten report card. The teacher can find additional formative assessment in the procedures.
Extensions
The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2967. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
This lesson requires prior experiences counting up to ten objects with onetoone correspondence.
